Staying Ahead [electronic resource]: In-service Training and Teacher Professional Development /
Organisation for Economic Co-operation and Development.
Centre for Educational Research and InnovationContent Provider
Paris : OECD Publishing,
1998.
Society demands more of its schools and teachers than ever before. It expects them to provide broader access to high quality teaching, for an increasingly diverse student body, often with specific needs. In a rapidly-changing world, so do these demands on teachers change. To stay ahead, in-service training and professional development must take place on a regular basis, so that teachers are "reflective practitioners" in their classrooms and schools become "learning organisations". This publication focuses on what is being done in teacher development to meet these ideals -- new policies and innovative practices -- in eight OECD countries: Germany, Ireland, Japan, Luxembourg, Sweden, Switzerland, the United Kingdom (England and Wales), and the United States.
Acknowledgements  -- Executive summary  -- Part one. THEMATIC REVIEW -- Chapter 1. Policy demands and the modernisation of school systems -- The context  -- Other factors  -- Commentary  -- Chapter 2. Teacher development in eight countries: what it is for, who provides it, and how -- Initiative  -- Aspiration  -- Content -- Modes of delivery  -- Accreditation -- Commentary -- Chapter 3. Resource implications -- Public investment  -- Private investment  -- Time  -- Commentary -- Chapter 4. Policy implications . -- Making the partnership work: ownership, control and coherence  -- Providing leadership -- Escaping negative cultural bonds  -- Ten policy principles -- Commentary -- Part two. COUNTRY CHAPTERS -- Germany: developing new methodologies without abandoning traditional forms -- Overview  -- The context  -- Policy influences  -- Teacher development in Germany -- Resource implications . -- Benefits and evaluation  -- Case Study 1 – Early introduction of a foreign language (English or French) into primary schools in Rhineland-Pfalz  -- Case Study 2 – Bavarian Academy of In-Service Training  -- Commentary on teachers’ professional development in Germany  -- Ireland: establishing in-service training as a priority -- Overview -- The context  -- Policy influences -- Teacher development in Ireland  -- Resource implications -- Benefits and evaluation -- Case Study 1 – Teachers stay ahead  -- Case Study 2 – Relationships and sexuality education  -- Commentary on teachers’ professional development in Ireland  -- Japan: building diversity into the system -- Overview -- The context  -- Policy influences  -- Teacher development in Japan -- Resource implications  -- Benefits and evaluation  -- Case Study 1 – Work experience for teachers in private companies -- Case Study 2 – The national education centre  -- Commentary on teachers’ professional development in Japan -- Luxembourg: overcoming rigidities  -- Overview . -- The context -- Policy influences -- Teacher development in Luxembourg --  Resource implications -- Benefits and evaluation  -- Case Study 1 – DECOLAP/DECOPRIM -- Case Study 2 – SELF, a project on autonomous learning in technicalsecondary schools Commentary on teachers’ professional development in Luxembourg -- Sweden: decentralising professional development  -- Overview  -- The context -- Teacher development in Sweden  -- Resource implications  -- Benefits and evaluation  -- Case Study 1 – Disadvantaged school makes progress -- Case Study 2 – Problem based learning  -- Commentary on teachers’ professional development in Sweden  -- Switzerland: questioning tradition -- Overview -- The context  -- Policy influences  -- Teacher development in Switzerland -- Resource implications -- Case Study 1 – Lorraine primary (canton of Bern)  -- Case Study 2 – Institut f ¨ ur Unterrichtsfragen und Lehrerfortbildung (ULEF, Basel)  -- Commentary on teachers’ professional development in Switzerland  -- United Kingdom: school-based development in search of coherence  -- Overview -- The context  -- Policy influences  -- Teacher development in England and Wales -- Resource implications  -- Benefits and evaluation  -- Case Study 1 – Wiltshire branches out -- Case Study 2 – Heads take the initiative in Westminster -- Commentary on teachers’ professional development in England and Wales  -- United States: the quest for standards, accountability and excellence -- Overview -- The context -- Teacher development in the United States -- Policy influences -- Resource implications  -- Case Study 1 – Local district 2 (New York City) -- Case Study 2 – Centre for leadership development (Boston public schools) -- Case Study 3 – Networks and reform in American education  -- Commentary on teachers’ professional development in the United States -- Bibliography
Society demands more of its schools and teachers than ever before. It expects them to provide broader access to high quality teaching, for an increasingly diverse student body, often with specific needs. In a rapidly-changing world, so do these demands on teachers change. To stay ahead, in-service training and professional development must take place on a regular basis, so that teachers are "reflective practitioners" in their classrooms and schools become "learning organisations". This publication focuses on what is being done in teacher development to meet these ideals -- new policies and innovative practices -- in eight OECD countries: Germany, Ireland, Japan, Luxembourg, Sweden, Switzerland, the United Kingdom (England and Wales), and the United States.
Bibliographic Level Mode of Issuance: Monograph
Education
Teachers
Theory & Practice of Education
Education
Social Sciences